For faculty development
A whole-student approach any instructor can start in 10 minutes, alone or with colleagues, built to grow with your campus.
We review requests in the order they arrive and reply within 3 business days.
In NSF I-Corps conversations with faculty and administrators across California, four patterns came up again and again.
Students go to faculty first
"Students trust faculty. They don't trust the financial aid officer."
Nursing Professor, Sacramento State
Good programs don't last
A faculty wellness program reached faculty who each reached hundreds of students. It ended when the lead position was eliminated.
The cost lands on the helper
"Faculty members have different needs, not just the students... we need to know how to support them and also supporting us."
Education Professor, Sacramento State
Data stops at the flag
"Oh, did it work? Did it even work?"
How faculty feel when a referral goes quiet, as described by Sierra College Administrator.
Available now
One paragraph
Time
About 10 minutes, once.
What you do
Add the syllabus statement, and share the student handout
What students get
They know you're open to it and where to start
In pilot
Two check-ins
Time
A few minutes at the start and end of each semester.
What you do
Present a two minute check in with QR code for each class.
What students get
A moment to name what's going on and see they're not alone.
In pilot
Every week
Time
Under 2 minutes a week.
What you do
Hold a moment to check in at the start or end of each week.
What students get
A proactive, private check-in to find support and track changes.
Download the student handout (PDF)
A one-page guide to the eight dimensions of wellness, with a QR code to check in.
Most students don't ask for help until something has already gone wrong. A light check-in early on gives them a way to name what feels heavy while it's still small.
In the classroom
The syllabus statement and week-1 check in tell students you're open to it, before the first late assignment.
At transitions
First semester, a first year in campus housing, or moving far from home: the times students most need to know where to start
Make sure you have support systems in place to help you be successful in this program.
A Sacramento State nursing faculty leader's message to students before day one
Check-ins come back as a simple picture of how your class is doing, so you can adjust what's in your control.
Class totals only. Results show once at least 5 students respond. Never individual answers.
Trends across the term. See how the class shifts from week 1 to finals.
A ready end-of-semester summary. Keep it, share it with your chair or teaching center, or bring it to the next semester.
Students own their information. They choose what to share, and the campus sees only anonymous totals.
Planned for pilot.
The Campus Advisory Panel (CAP) brings together faculty, staff and administrators from community colleges and universities to shape a whole-student program while it's being built.
What you'd do: try new tools in your class first, give feedback on drafts, and join a short call each term. About 1 hour a month.
What you get: early access, a direct line to the team, and credit for what you help build.
Who we're looking for: instructors who already talk with students about life outside class, department chairs, and teaching center and student affair leads.
Start small. Grow together.
Whether you're an instructor or a whole department, there's a place to begin.
Know someone who already talks with students about life outside class? Or a department chair or teaching center lead?
Campus Mind
Support starts early.
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